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Communication Case study. This relates to the case study as the multi disciplinary team (MDT) is communicating with Mr. and Mrs. Singh to organize a discharge package for Mrs. Singh. This is their aim and the reason for why the meeting was held.

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BTEC National Diploma in Health and Social Care Unit 1 - Communications Rozwana Akhtar Mohammed Student PIN- 10003445 Assignment 1 P1, P2, P3, P4, M1 P2 - The communication cycle is a cycle which shows the way information is sent and received. When interacting we don't consciously think about the messages being sent and received. However, we know that communication is organized in six steps. This is the communication cycle, and using this cycle we can engage in effective communication where our messages are conveyed and understood successfully. This is essential as good communication skills are crucial for health and social care professionals. Many aspects such as how one feels or whether the message has been conveyed or not, may not be consciously thought about but they are very important in the communication cycle. The factors that help break down the communication are the environment, noise, language barriers, body language, volume, emotional atmosphere, tone of voice and learning difficulties. To have effective communication skills, we must learn to break down these barriers. There are six stages in the communication cycle. They are - 1. Aiming - What is the reason for the sender of information to communicate? The sender will have a reason to communicate, a certain way of conveying the message, and awaiting the result of how the receiver will react and respond. This relates to the case study as the multi - disciplinary team (MDT) is communicating with Mr. and Mrs. Singh to organize a discharge package for Mrs. Singh. This is their aim and the reason for why the meeting was held. 2. Encoding - Thinking through how you will communicate. Which language and which words to use. How do you expect the receiver to react, and what knowledge does the receiver have already regarding the information you want to send? It is crucial to think carefully about how you will convey your message as this can have an affect on the receiver and his/her understanding. ...read more.


This destroys the communication cycle as the messages were not conveyed correctly and completely. The factors which the multi - disciplinary team (MDT) used successfully to avoid any cultural barriers was the fact that they called the service users by their surnames Mr. and Mrs. Singh to show them they value them and are respected. Dominant culture may have been needed to help escape these barriers. Use and abuse of power - Many workers who work in health and social care setting may think of themselves as high as they have a powerful position. They may show services users that they do not value them and they cannot choose and decide for themselves even though they have a right to do so. This power can be abused and used in the wrong way. Patients and service users may feel too frightened and intimidated to put their points across and to communicate properly and effectively with workers as they manipulate them. Mr. and Mrs. Singh had no time to share their points as the doctor had limited time and so they had no chance to go into depth regarding the situation. The couple must have felt too intimidated to speak up as the ward nurse was speaking rather aggressively and this must have frightened Mr. and Mrs. Singh. At the end of the meeting the multi - disciplinary team (MDT) asked the couple to agree, without asking them to express their own personal views and opinions. They had no choices to make and had just agreed to the team thinking they know what is best and can take care of the situation. This shows how much power the MDT had and how they abused it by taking control on what choice the couple will make and not letting them to decide for themselves. They had used and abused the power they had over the Mr. ...read more.


The MDT should have got hold of an interpreter and maybe a translator to overcome the language barrier. The level of noise should have been controlled so that they could easily be heard. This can be done by holding the meeting somewhere quieter. The lighting also should have been controlled and be working correctly, as flickering lights is a barrier to communication. Decoding - The failure of information being conveyed to Mr. and Mrs. Singh caused the disruption of the communication cycle. Mr. and Mrs. Singh could not interpret what had been said due to the communication barriers including the language barrier, and environmental distractions. The MDT should have communicated effectively and taken into consideration the couples understanding regarding the situation. Mr. and Mrs. Singh should have mentioned to the MDT the fact that they could not understand the information being conveyed and would like assistance and the message to be repeated again. Responding - In relation to the case study, Mr. and Mrs. Singh nod after every question and put an act up as if they understand the situation. However, this was not the case as they did not understand what the MDT was saying. They should have asked for the information to be repeated again and let the MDT be aware of their language difficulty and the other factors that hindered effective communication. The MDT should have known and taken these factors into consideration so that they can communicate more effectively helping Mr. and Mrs. Singh to feel comfortable and understand the situation better. There are many other factors excluding the communication cycle which also helps improve communication. Verbal skills are needed to talk through difficult issues; these skills can include the use of prompts, probes, and open questions. Good listening skills are crucial for an improvement in communication as it is important for one to make sure service users have understood what has been conveyed, especially through difficult issues where understanding can be made difficult for both care workers and service users. These listening skills include both reflective listening and effective listening. ?? ?? ?? ?? 11 ...read more.

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